Digihand

DigiHand –The Emergence of Handwriting skills in the digital classrooms

The Norwegian curriculum requires teachers of early grade classrooms to involve digital tools in literacy instruction without any specification of how and to what extent digital tools are used. As a consequence, Norwegian classrooms display a large variation in how letters and handwriting is explicitly taught and trained. Over recent years, some schools have dismissed pen and paper until the second grade for the benefit of writing applications with advanced text/letter-to-speech synthesis on digital tablets. In traditional classrooms, handwriting is taught from first grade. Research on the gains and pitfalls of these new practices is lacking, but it seems that the development of handwriting occurs in both groups. In this quasi-experimental study our aim is therefore twofold. First, we want to investigate the pupils' handwriting skills and writing practices under these two conditions. Second, we want to investigate what characterizes the quality of such teaching practices in 32 Norwegian classrooms.

Research Questions: 

  • What differences and similarities do occur in handwriting- and digital writing development in the two conditions?
  • What characterizes different writing practices in the two conditions?

Prosjektmedarbeidarar

DigiHand har publisert 10 artiklar i internasjonale tidsskrift:

Fitjar, C., Rønneberg, V., Nottbush, G., & Torrance, M. (2021). Learning handwriting. Factors Affecting Pen-

Movement Fluency in Beginning Writers. Frontiers in Psychology.https://doi.org/10.3389/fpsyg.2021.663829

Fitjar, Camilla; Rønneberg, Vibeke; Torrance, Mark (2022) Assessing handwriting: a method for detailed analysis of letter-formation accuracy and fluency. Reading and writing. https://link.springer.com/article/10.1007/s11145-022-10308-z

Gamlem, S.M., Rogne, W.M, Rønneberg, V. & Uppstad, P.H. (2019). Protocol Article: The Emergence of writing skills in the digital classroom. Nordic Journal of Literacy Research. https://nordicliteracy.net/index.php/njlr/article/view/2115

Rogne, W.M, Gamlem, S.M., & Ottesen, R.L (2021) Lese- og skriveferdigheter ved oppstart i 1. klasse med vekt på bokstavkunnskap. Acta Didactica Norden. https://doi.org/10.5617/adno.8327

Rønneberg, V. & Nilsen, C (2022). Teachers’ talk about giving feedback to young writers and about giving feedback on handwriting and typed texts. Writing and pedagogy.

Kobberstad, L. og Gamlem, S.M. (2021). Feedback for læring 1. klasse – tre lærarar sitt arbeid i begynneropplæringa. Kognition & Pædagogik, 31(120), s.80-8

Spilling, E.F., Rønneberg, V., Rogne, W.M., Roeser, J., & Torrance, M. (2021). Handwriting versus keyboarding: does writing modality affect quality of narratives written by beginning writers? Readingand Writing. http://doi.org/10.1007/s11145-021-10169-y

Øvereng, L.K. B. & Gamlem, S.M. (2022). Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2022.2031885

Øvereng, L. K. B., Skaftun, A., & Gamlem, S. M. (2022). Nettbrett i literacypraksisar i førsteklasserom med høg kvalitet i lærar–elev-interaksjonar. Nordic Journal of Literacy Research, 8(2), 106–124. https://doi.org/10.23865/njlr.v8.3903

Spilling E.F., Rønneberg V., Rogne W.M., Roeser J. & Torrance M., (2022). Writing by hand or digitally in first grade: Effects on rate of learning to compose text, Computers & Education, https://doi.org/10.1016/j.compedu.2023.104755. (preprint version)

3 fagfellevurderte artiklar i antologi:

Antologibidrag 1: 

Kobberstad, L., Gamlem, S.M, & Rogne, W.M. (2020). Begynneropplæring i skriving med og utan nettbrett – lærarar sitt utgangspunkt for tilpassa opplæring. I: L.J. Halvorsen, R. Stokken, W.M.Rogne, I.J. Erdal. (2020). Digital samhandling. Oslo: Universitetsforlaget. https://www.idunn.no/digital_samhandling/14_begynnaropplaering_i_skriving_med_og_utan_nettbrett

Antologibidrag 2: 

Rogne, W.M., Gamlem, S.M., & Kobberstad, L. (2022). Læreres bruk av digitale læringsressurser som skrivestøtte i begynneropplæringen. I: H. Hoflundsengen, K. Bottengaard Næss, & K. Christensen (red.). Skriveutvikling og skrivevansker. Fra barnehage til mellomtrinn. Cappelen Forlag.

Antologibidrag 3: 

Spilling, E. (2021). The Measurement of Text Quality. I: Tor-Arne Haugen og Svenn-Arve Myklebust (red.). Språk, tekst og medvit. Cappelen Damm Akademisk.